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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 68 1 Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study Shannaq, Alena. - : Auckland University of Technology, 2021 BASE Show details 2 Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices Baker, Sally; Field, Caitlin; Lee, Jung-Sook... In: Journal of University Teaching & Learning Practice (2021) BASE Show details 3 Agency and accountability in the academic reading practices of graduate students using English as an additional language Altalouli, Mahmoud; Curry, Mary Jane (1961 - ). - : University of Rochester, 2021 BASE Show details 4 Demands of Postgraduate Courses in Relation to Academic Literacies Maria Izabel Rodrigues Tognato; Paula Kracker Francescon; Jacqueline Sanches Vignoli In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 136-148 (2021) (2021) BASE Show details 5 Les différentes dimensions en jeu dans la formation universitaire d’étudiants étrangers : vers des approches réflexives historicisantes dans le champ du FOU Courtaud, Léa In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03116564 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020 ; https://revue-tdfle.fr/articles/revue-77/1635-les-differentes-dimensions-en-jeu-dans-la-formation-universitaire-d-etudiants-etrangers-vers-des-approches-reflexives-historicisantes-dans-le-champ-du-fou (2020) BASE Show details 6 “But it’s Hard For a Refugee”: Transitioning to Postsecondary Literacy Practices After Forced Migration Hoff, Meagan. - 2020 BASE Show details 7 How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading Pearson, P. David; Afflerbach, Peter; Fitzgerald, Miranda S.. - : National Academy of Education, 2020. : Wiley Periodicals, Inc., 2020 BASE Show details 8 Reading to Be: The role of academic reading in emergent academic and professional student identities Maguire, Moira; Reynolds, Ann Everitt; Delahunt, Brid In: Journal of University Teaching & Learning Practice (2020) BASE Show details 9 Framing the text: understanding emotional barriers to academic reading Kimberley, Emma; Thursby, Mark In: Journal of University Teaching & Learning Practice (2020) BASE Show details 10 What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy Eaton, Christopher In: Electronic Thesis and Dissertation Repository (2020) BASE Show details 11 Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand Junina, Ahmed Kamal. - : Auckland University of Technology, 2019 BASE Show details 12 The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism Lynn P. Nygaard In: Publications ; Volume 7 ; Issue 1 (2019) BASE Show details 13 ‘Seidauk sai hanesan ami nia mehi’: a study of lecturers’ responses to multilingualism in higher education in Timor-Leste Newman, Trent Phillip. - 2019 BASE Show details 14 The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme Boyle, Jennifer; Ramsay, Scott; Struan, Andrew In: Journal of University Teaching & Learning Practice (2019) BASE Show details 15 Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory Wilmot, Kirstin Dianne. - : The University of Sydney, 2019. : Department of Sociology and Social Policy, 2019. : Faculty of Arts and Social Sciences, School of Philosophical and Historical Inquiry, 2019 Abstract: This thesis addresses the practical problem of developing effective writing pedagogy to support doctoral candidates. It does this by focusing on the ways knowledge is organised in dissertations and the strategies used to enact these practices in writing. In doing so, the thesis offers an alternative perspective on knowledge practices in doctoral dissertations that goes beyond distinguishing between knowledge ‘types’ and simple descriptive categories of disciplines (e.g. ‘hard’ vs. ‘soft’). The study shows how this alternative perspective can see knowledge, analyse knowledge and, importantly, reveal the organising principles of knowledge; and from this it develops tools and descriptions that uncover generalizable strategies for knowledge-building oriented toward doctoral-writing pedagogy. Drawing on Legitimation Code Theory the thesis explores 25 exemplary doctoral dissertations across a range of subject areas in the humanities and social sciences. Through analyses at multiple levels of granularity – from whole dissertations, to individual sections and fine-grained phases of writing – it develops a set of conceptual tools for analysing knowledge in writing and demonstrates how such tools can be used to unpack the knowledge work involved in dissertations. Through the dimension of Specialization, five ‘core components’ of dissertations are distinguished that reveal a set of strategies candidates use to foreground different kinds of knowledge. These strategies point to the bases of the claims being made, revealing one aspect of the ‘rules of the game’ underpinning dissertation writing. These ‘rules’ are not tied to any one discipline; rather, the strategies are organised according to the kind of knowledge-claim enacted. Drawing on the dimension of Semantics, key strategies for shifting the context-dependence and complexity of knowledge are explored that show how students construct findings in exemplary ways. To orient toward pedagogy, the strategies are then turned back onto the dissertations to demonstrate their utility for analysing texts to reveal key pedagogic insights. The framework developed in this thesis provides an entry point for developing theoretically sophisticated but empirically-grounded tools with pedagogic potential for analysing knowledge practices in doctoral writing. Keyword: Academic Literacies; Doctoral Education; Doctoral Writing; Knowledge; Legitimation Code Theory; Pedagogy URL: http://hdl.handle.net/2123/20498 BASE Hide details 16 Exploring the gap between what we say and what we do: writing centres, ‘safety’, and ‘risk’ in higher education Clarence, Sherran In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 117-130 (2019) (2019) BASE Show details 17 Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development Collett, Karen Suzette; Dison, Arona In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019) BASE Show details 18 “We are not a ‘fix-it shop’”: the writing centre as a uniquely configured learning space Sefalane-Nkohla, Puleng; Mtonjeni, Thembinkosi In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 1-23 (2019) (2019) BASE Show details 19 Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students Elola, Idoia; Nakatsukasa, Kimi; Tecedor, Marta In: Elola, Idoia; Nakatsukasa, Kimi; & Tecedor, Marta. (2018). Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students. L2 Journal, 10(2). doi:10.5070/L210235210. Retrieved from: http://www.escholarship.org/uc/item/541519jw (2018) BASE Show details 20 Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines Cheng, Chiuyee Dora In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018) BASE Show details Page: 1 2 3 4

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